Cypriot Journal of Educational Sciences

Yazarlar: Rhea Miles

Konular:-

Anahtar Kelimeler:One-on-one instruction,Tutoring,Individual instruction,Science education.    

Özet: The purpose of the study is to examine the tutorial practices of in-service teachers to address the underachievement in the science education of K-12 students. Method: In-service teachers in Virginia and North Carolina were given a survey questionnaire to examine how they tutored students who were in need of additional instruction. Results: When these teachers were asked, “How do you describe a typical one-on-one science tutorial session?” the majority of their responses were categorized as teacher-directed.  Many of the teachers would provide a science tutorial session for a student after school for 16-30 minutes, one to three times a week.   Respondents also indicated they would rely on technology, peer tutoring, scientific inquiry, or themselves for one-on-one science instruction. Over half of the in-service teachers that responded to the questionnaire stated that they would never rely on outside assistance, such as a family member or an after school program to provide tutorial services in science.  Additionally, very few reported that they incorporated the ethnicity, culture, or the native language of ELL students into their science tutoring sessions.  

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